Greer Reading Reaction

In the article by Greer, his approach to art education, discipline based art education, was explained in its entirety. This article was very interesting because I am also a supporter of discipline based art education, and was anxious to learn more about if from the man who created it. Throughout the essay he lists seven of the major factors of DBAE that differentiate itself from other approaches to art education:
1. Studying art by utilizing its four major areas of aesthetics, studio art, art history and art criticism
2. The presentation of art education within the larger context of aesthetic education.
3. Developing abilities to make expressive forms, to attend to works of art in recognized and shared ways and to place them in their historical and cultural contexts.
4. Organization of curriculum in the same way as other academic subjects.
5. The comprehensive view of art as organized in sequencing across all areas of art, rather than isolated components.
6. Attention to systematic instruction.
7. Time requirements and attention to outcomes.

By reading about these seven parameters of DBAE that unfolded during the essay, I was able to conclude that this discipline-based approach could be the future of art education for a longer time than we might think. In class, we have described DBAE as a “trend” in art education. It could just be a popular trend that has come and will eventually go. The reason I think it will stick, especially after reading the essay by Greer, is that DBAE legitimizes art as a subject in schools due to it's organization and presentation of information.  Greer writes, “there is a growing acceptance of discipline-based art education by administrators, school board members, and parents in a way that builds a solid foundation for art in the elementary curriculum” (217).  This growing acceptance is moving into secondary schools as well. If administrators and school boards understand that art is a necessary subject to personal and educational growth, they might be more willing to accept art as a similar discipline to math, science or language arts. Although we are far from that point today, in theory, DBAE combined with innovative teachers could make it happen.
DBAE allows art to be considered as a discipline in general education, equal to other areas of study. He defines an art class as a place of learning and understanding. It is a place where students learn about the world around them, how to create expressive forms like adults do, and what those expressive forms mean. By utilizing a discipline-based curriculum, art teachers are not only teaching art making processes, they are teaching the meaning of art, symbolism, art history and art criticisms within the classroom. Art is being taught in a way that allows students to learn things beginning with simple ideas moving onto complex systems. This educational system builds on previous knowledge while teaching new ideas, and making connections between the classroom and the real world. (Which is more than can be said for other areas of study)
            This article was extremely beneficial to read as a future art teacher because it gave me an idea of the impact that I can have on the future of both students and the arts. By using Greer’s ideas to build upon, I think it is possible that future teachers can give “art” a capital “A” again. Although there are many steps to take, and probably a few more mountains to climb, before Greer’s true idea of art becoming a serious discipline in schools will become a reality, I do think that he got the ball rolling with his version of art education.